The purpose of this study was to consider the problem faced by teachers in the small rural primary schools of the Traralgon Inspectorate of the Victorian Education Department in planning and implementing curriculum over the period 1978 - 1982. In particular, it was to consider the administrative action of the district inspector for that inspectorate, in response to the problem and the influence his actions had on the organisational cohesion of the group of schools involved, and the behaviours, attitudes, morale and motivation of the teachers and curriculum consultants. The study gave rise to a deeper appreciation of the complexity of the curriculum planning and implementation issue in rural schools. What at first seemed a widespread but nevertheless straight forward problem involving the production and teaching of primary school courses of study, proved to be a hybrid of professional, personal, organisational and psychological issues. Individual values, attitudes and motivations seem to have played a major part as they were constructed and construed in terms of individual perceptions and interpretations of the actions of others. Furthermore it appears that when the varying factors of teaching experience, competence, access to communication and time involved within cooperative schemes are added, there arises much potential for change, conflict, consternation and cooperation.